Title

Does A Standard Reflect Minimal Competency Of Examinees Or Judge Competency?

Abstract

This study examines the influence of judges' item-related knowledge on standard setting for competency tests. Seventeen judges took a 122-item high-school teacher certification test in economics while setting competency standards for the test using the Angoff procedure. Judges tended to set higher standards for items they answered correctly and lower standards for items they answered incorrectly. Standards were also more consistent for items judges answered correctly than for items judges answered incorrectly. Implications for standard-setting practice regarding the heterogeneity of judges' test-related knowledge are discussed.

Publication Date

1-1-1996

Publication Title

Applied Measurement in Education

Volume

9

Issue

2

Number of Pages

161-173

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1207/s15324818ame0902_5

Socpus ID

0030559547 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/0030559547

This document is currently not available here.

Share

COinS